Grade 5

Teachers: Karen Keller
Textbook: The United States Houghton Mifflin Harcourt 2010

(1)	(2)	(3)	(4)	(5)	(6)	(7)	(8)	(9)
Unit	Objective: "The learner will . . ."	Standard(s) and Indicators	No. of Days	Vocabulary Terms	Resources	Student Learning Activities	Assessment	Cross- curricular connections
	Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.	SS 5.1.1 Forms and Functions of Government Students will describe the foundation, structure, and function of the United States government.
		SS 5.1.1.a Explain the historical foundation that led to the formation of the United States constitutional government (e.g., early state constitutions, Declaration of Independence, and the Articles of Confederation)		federal system, compromise, constitution, republic	Ch8 Lesson 1: TheConstitutional Convention; copies of Dec of Ind; Articles of Conf, and Constitution		Ch 8 Test
		SS 5.1.1.b Explain the origins, structure, and functions of the three branches of the United States government		separation of powers, legislative, executive, and judicial branches; veto, justices, House of Representatives, Senate, cabinet,VA Plan, NJ Plan, CT Compromise	Ch 8 Lesson 1&2: Three Branches of Government; American Documents R27-R37		Ch 8&9 Tests; Unit 4 Test
		SS 5.1.1.c Describe how colonial and new states’ governments laws affected groups within their population (e.g., citizens, slaves, immigrants, women, class systems, tribes)		three-fifths compromise, suffrage, women in Wyoming govt.; proprietor, refuge, expel,	Constitutional Amendments 15 & 19 (R43-R44); Ch 4 Building the First Colonies; Ch 5 The Thirteen Colonies;	"A Long Way to Go" story: p 488-491	Ch 4&5 Tests; Unit 2 Test	Rdg story "When Esther Morris Headed West"
		SS 5.1.1.d Describe how the decisions of the national government affect local and state government		federal/national government; states' rights, state govt,	Ch 8 Lesson 1; U.S. Constitution: R37-R38		Ch 8&9 Tests; Unit 4 Test
		SS 5.1.1.e Identify the principles of the American Republic (e.g., liberty, democracy, United States Constitution, Bill of Rights)		republic,	American documents section of SS book: R23-R47; Ch8 p318
		SS 5.1.1.f Compare and contrast tribal forms of government, British monarchy, and early American colonial governments		class, Parliament, representative, confederation, Iroquois League,	Ch 2 Lesson 2;
		SS5.1.2 Civic Participation Students will apply democratic principles that are the foundation of the United States government systems to daily life.
		SS 5.1.2.a Explain the constitutional rights and civic responsibilities of U.S. citizens (e.g., freedom of speech, voting, staying informed of issues, respecting the rights, opinions, and beliefs of others, joining a civic group)		Bill of Rights, ratify, political party,	Am Documents- Constitutional Amendments R40-R47; Ch 8 Lesson 3		Ch 8 Test, Unit 4 Test
		SS 5.1.2.b Describe the significance of patriotic symbols, songs and activities (e.g., Pledge of Allegiance, "The Star Spangled Banner", "America", commemorating state and national holidays)
		SS 5.1.2.c Give examples of group and individual actions that illustrate civic ideas in the founding of the United States (e.g., freedom, rule of law, equality, civility, cooperation, respect)
		SS 5.1.2.d Analyze how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States
		SS 5.1.2.e Identify the roles and influences of individuals, groups, and the media on governments (e.g., George Washington, John Adams, Thomas Jefferson, Benjamin Franklin)
	Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels.	SS 5.2.1 Markets Students will analyze various markets where buyers and sellers exchange goods or services.
		SS 5.2.1.a Describe how competition among sellers results in lower costs and prices, higher product quality, and better customer service
		SS 5.2.12.b Investigate and report on entrepreneurs and inventors		Henry Ford p 507; Andrew Carnegie p 464;		Research Handbook R57; inventions/ inventors research project		science research project: inventors, scientific discoveries
		SS 5.2.2 Students will make observations about how human capital can be improved by education, training, and standard of living.
		SS 5.2.2.a Give examples of how additional education/training improves productivity and increases standard of living (e.g., apprentice, journeyman, master electrician)		apprentice, artisan	Ch 5 Lesson2
		SS 5.2.3 Institutions Students will summarize characteristics of economic institutions in the United States.
		SS 5.2.3.a Identify the functions and characteristics of money (e.g., store value, medium of exchange, unit of accounting)
		SS 5.2.3.b Identify the importance of financial institutions to households and businesses (e.g., loans to agriculture, business, and individuals in order to provide capital)
		SS 5.2.3.c Identify rules and laws that protect and support consumers (e.g., private property, contracts, agreements, and product safety)
		SS 5.2.6 Financial Literacy Students will summarize characteristics of financial institutions.
		SS 5.2.6.a Explain/explore how various financial services are provided by local financial institutions
		SS 5.2.10 Government Students will understand what goods and services the national government provides.
		SS 5.2.10.a Identify goods and services funded through federal taxes (e.g., armed forces, courts, parks)
		SS 5.2.12 Globalization Students will explain how specialization, division of labor, and technology increases productivity and interdependence.
		SS 5.2.12.a Investigate Early United States specialization and trade (e.g., fur, tobacco, cotton, lumber)
	Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels.	SS 5.3.1 The World in Spatial Terms Students will explore where (spatial) and why people, places and environments are organized in the United States.
		SS 5.3.1.a Name and locate major human and physical features in the United States (e.g., states, capitals, and major cities in the United States, Rocky Mountains, Appalachian Mountains, Great Lakes)		landform region, mountain range, piedmont, prairie, Coastal Plain, Great Basin, Rock Mountains, Appalachian Mountains, Sierra Nevada Mtns, inlet, gulf, sound, Great Lakes, tributary, river system, drainage basin, Mississippi River, fall line, Continental Divide	Ch 1 Our Nation's Geography	geography terms-pg.i18&i19	Ch 1 Test
		SS 5.3.1.b Apply map skills to analyze physical/political maps of the United States (e.g., identify latitude longitude, and the global grid and identify the location and purpose of time zones)		grid system latitude, longitude, absolute location, relative location, parallels, meridians	Ch 1 Map and Globe Skills
		SS 5.3.1.c Analyze why things are located where they are in the United States (e.g., Why were the 13 colonies located on the eastern side of the United States? Why was corn raised in Pennsylvania and Ohio and cotton in Virginia and Georgia?)
		SS 5.3.2 Places and Regions Students will compare the characteristics of places and regions and draw conclusions on their impact on human decisions.
		SS 5.3.2.a Define regions within the United States using multiple criteria. (e.g., Silicon Valley, Bread Basket)
		SS 5.3.2.b Classify regions and places within the United States using physical and human features (e.g., Rocky Mountains, The Southwest, Great Plains, Corn Belt, Cotton Belt)
		SS 5.3.2.c Identify and classify regions (e.g., cities, states, and congressional districts)
		SS 5.3.3 Physical Systems Students will draw conclusions about the natural processes in the physical world.
		SS 5.3.3.a Explain how physical processes shape the United States’ features and patterns (e.g., weathering, erosion, plate tectonics and internal forces and climate)
		SS 5.3.3.b Identify examples of ecosystems located in the United States (e.g., forests, deserts, grasslands)
		SS 5.3.4 Human Systems Students will compare, contrast and draw conclusions about the characteristics of culture and migration in the United States.
		SS 5.3.4.a Compare and contrast patterns of culture within the United States (e.g., language, religion, food)
		SS 5.3.4.b Compare and contrast population characteristics of the United States (e.g., density, distribution, growth rates)
		SS 5.3.4.c Compare and contrast historical and present day migrations to and within the United States		Ellis Island, Angel Island, immigration, migration,	Ch 11 Lesson 4; Ch 5 Lesson 2		Ch 11 Test
		SS 5.3.5 Human/Environment Interaction Students will describe how humans have adapted to and modified different environments in Early American history.
		SS 5.3.5.a Describe the impact of extreme natural events in Early United States History on the human and physical environment (e.g., blizzards, floods, drought)		Dust Bowl, drought, Dirty Thirties, Great Depression	Ch 12 Lesson 3 p 510	history.com videos;"Hoover Dam" "Deconstructing History: Empire State Bldg"	Ch 12 Test, Unit 6 Test
		SS 5.3.5.b Describe how humans have utilized natural resources in the United States (e.g., construction of dams, Transcontinental RR, Erie Canal, National Road, land use changes from prairie and forests to agriculture and ranching)		Transcontinental RR, Erie Canal, Panama Canal, Hoover Dam, isthmus of Panama; Mesabi Range-iron ore; petroleum-Pennsylvania;	Ch 11 Lesson 3;
		SS 5.3.5.c Analyze issues related to the natural setting in Early America (e.g., access to water, construction materials, and raw materials for daily living and economic development; impact of climate and terrain on living conditions and movement of people goods and services)
		SS 5.3.5.d Examine patterns of resource distribution and utilization in Early America (e.g., fisheries, forests, agricultural development, early manufacturing regions)		Colonies: New England, Middle, and Southern;
		SS 5.3.5.e Describe human adaptations to the physical environment. (e.g., use of air conditioning, irrigation, agricultural activities, soil testing, erosion control)
		SS 5.3.6 Application of Geography to Issues and Events Students will use geographic skills to interpret issues and events.
		SS 5.3.6.a Explain the influences of physical and human geographic features on historical events in the United States (e.g., railroads building along river valley floodplains, building the Erie Canal to connect the East Coast with the Great Lakes, migrating through the Cumberland Gap into the Kentucky bluegrass region)		Transcontinental RR	Ch 11 Lesson 3	history.com video
		SS 5.3.6.b Analyze aspects of human and physical geography that have shaped the settlement and development of Early America, latitude and longitude in the role of early navigation (e.g., groundwater and irrigation, westward expansion of European immigrants, seeds, fertile soils, agriculture, transportation systems, water power)
	History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels. (United States: First Americans to the Constitution)	SS 5.4.1 Chronological Thinking Students will examine chronological relationships and patterns, and describe the connections among them.
		SS 5.4.1.a Describe concepts of time and chronology (e.g., BC, BCE, AD, CE and eras)		decade, century, millennium, B.C., A.D. (anno domini), B.C.E., C.E.	Ch 1 ​Read Time Lines
		SS 5.4.1.b Select and record key national events in chronological order (e.g., timelines)
		SS 5.4.1.c Examine the chronology of historical events in the United States and their impact on the past, present, and future
		SS 5.4.2 Historical Comprehension Students will demonstrate an understanding of the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
		SS 5.4.2.a Demonstrate an understanding of the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, by era (e.g., Early America/Exploration: American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley, Coronado, DeSoto, LaSalle; Colonization and Rise of Democratic Institutions: Spanish Missions, French and Indian War: Chief Pontiac; Establishing a Nation: Revolutionary War; Founders and Founding Documents: unique nature of the creation and organization of the American Government, the United States as an exceptional nation based upon personal freedom, the inherent nature of citizens' rights, and democratic ideals, Benjamin Franklin, Thomas Jefferson, and other historical figures, patriotism, national symbols)			Unit 1 The Land and Early People
		SS 5.4.2.b Describe how the United States and its neighbors in the Western Hemisphere have changed over the course of time using maps, documents, and other artifacts
		SS 5.4.2.c Describe the appropriate uses of primary and secondary sources
		SS 5.4.3 Multiple Perspectives Students will describe and explain multiple perspectives of historical events.
		SS 5.4.3.a Describe how multiple perspectives facilitate the understanding of the full story of US history (e.g., The events surrounding the Boston Massacre, Indian Removal)
		SS 5.4.3.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Court records of the Boston Massacre, The Declaration of Independence, The Constitution, historical biographies, oral histories)
		SS 5.4.4 Historical Analysis and Interpretation Students will analyze past and current events, issues, and problems.
		SS 5.4.4.a Analyze sources on Early American History through determination of credibility, contextualization, and corroboration
		SS 5.4.4.b Examine alternative courses of action in United States history (e.g., What were the causes of the American Revolution?)
		SS 5.4.4.c Identify how decisions affected events in the United States (e.g., secession of the American Colonies from Britain)
		SS 5.4.4.d Describe the cause and effect relationships among key events in history (e.g., Revolutionary War, founding of the United States)
		SS 5.4.4.e Describe the relationships among historical events in the United States and the students' lives today (i.e., current events)
		SS 5.4.5 Historical Research Skills Students will develop historical research skills.
		SS 5.4.5.a Develop questions about United States history
		SS 5.4.5.b Identify, obtain, and cite appropriate sources for research about Early U.S. History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format)
		SS 5.4.5.c Gather historical information about the United States (e.g., document archives, newspapers, interviews)
		SS 5.4.5.d Present historical information about the United States (e.g., pictures, posters, oral/written narratives, and electronic presentations)